1. Organizational Learning
Chapter 6
Psychology Applied to Work®
Organizational Learning

2. Learning Objectives
Explain the relationship between learning and task performance.
Describe the steps to assess training needs within an organization.
Know the major methods of computer-based and non–computer- based training and their associated strengths and weaknesses.
Identify approaches and benefits of active learning approaches.
Describe the importance of and role of diversity training, expatriate training, and sexual harassment training in the workplace.
Describe the role of mentoring and executive coaching in management development.
Explain how knowledge and skills from training are transferred back to the job.
Explain the evaluation of training and development programs.
Psychology Applied to Work®

3. Overview
Organizational learning encompasses both training and development of workforce
Trends in learning:
Greater emphasis on skill enhancement with changing nature of work
Learning has ascended in importance, e.g., Director of Training to Chief Learning Officer
Need for continuous learning
Psychology Applied to Work®

4. Learning and Task Performance
Learning – encode, retain, and use information
3 phases of skill acquisition:
Declarative knowledge
Knowledge compilation
Procedural knowledge
3 classes of abilities important for all 3 phases
General mental ability (most important at Phase I)
Perceptual speed abilities (critical at Phase II)
Psychomotor ability (limits Phase III)
Psychology Applied to Work®

5. Experts vs. Novices Three distinguishing features of experts:
Proceduralization (automaticity)
Mental models
Meta-cognition
Psychology Applied to Work®

6. Assessing Training Needs
Three stages to a training needs assessment
Organizational analysis
Task analysis
Person analysis
Psychology Applied to Work®

7. Methods and Techniques of Training
Shift from instructor-led classroom toward learner- centered, technology-based (computer-based) training
Computer-based training (e-learning)
Non-computer-based training
Psychology Applied to Work®

8. Computer-based Training
Programmed Instruction
Regarded as basis of all computer-based training
Proceeds question by question after trainee response
Intelligent Tutoring Systems
Uses concept of artificial intelligence
Continuously modifies level of instruction to pattern of trainee
Psychology Applied to Work®

9. Computer-based Training (cont’d)
Interactive Multimedia Training
Rich simulation of real-life job situation
Virtual Reality Training
Simulates real life in artificial 3-D environment
Psychology Applied to Work®

10. Non-Computer-based Training
Business Games
Hypothetical companies
Role-playing
Enactment plus discussion
Behavior Modeling
Narrow focus on specific skills
Psychology Applied to Work®

11. Active Learning Approaches
Put trainees in control of their learning
Based on assumption that learning occurs inductively
Error Management Training
Theoretical benefit of learning from mistakes
Self-Regulatory Training
Prompting trainees to monitor and adjust their actions and reactions
Psychology Applied to Work®

12. Self-Regulatory Training
Psychology Applied to Work®

13. Diversity Training Surface-level vs. deep-level diversity
Goal : To reduce barriers that constrain minority culture members
Many diversity training programs focus on diversity awareness to:
increase trainee knowledge
find common ground
challenge belief systems
Psychology Applied to Work®

14. Expatriate Training Expatriates serve in overseas assignments
Global business results in greater number of expatriates
Expatriates can experience cultural adjustment problems
Training focus should include:
An understanding of different customs, etiquette, gestures
Family members
Psychology Applied to Work®

15. Psychology Applied to Work®

16. Sexual Harassment Training
Equal Employment Opportunity Commission (EEOC)
EEOC definition of sexual harassment
Unwelcome sexual advances
Interferes with ability to do work
Quid Pro Quo v. Hostile-environment harassment
Sexual behavior can blur into sexual harassment
Sexual harassment training programs (content)
Sensitivity to others’ values
Cultural differences
Personalized differences and preferences
Workplace romances
Psychology Applied to Work®

17. Management Development Issues
Excellent companies develop managers
Career velocity
Derailment – underutilization of skills
Mentoring
Executive Coaching
Psychology Applied to Work®

18. Mentoring Four states of the mentor relationship
Facilitating management development (mentor-protégé)
Four states of the mentor relationship
Relationship initiation
Cultivation
Separation
Redefinition
Three-factor model of mentoring
Frequency of meetings
Scope – breadth of subjects
Strength of influence
Psychology Applied to Work®

19. Mentoring (cont’d) Types of mentoring behaviors
Psychosocial (leads to satisfaction)
Task related (leads to success)
Benefits of mentoring for protégés
Career-related support
Psychosocial support (leads to satisfaction)
Differences in cultural acceptance of mentoring
Psychology Applied to Work®

20. Executive Coaching Coach helps executive learn adaptive new skills
Types of skills that can be learned
Interpersonal
Communication
Cognitive
Leadership
Self-management
Geared specifically to individual problems and needs
People vary in their levels of coachability
Coaching is related to substantial improvements
Psychology Applied to Work®

21. Transfer of Training
People must be motivated and supported for training to transfer
Generalization (new skills exhibited)
Maintenance (continued use over time)
Overcoming limitations in the post-training environment:
Supervisory support
Opportunities to apply what’s learned
Organization’s social support system
Psychology Applied to Work®

22. Evaluation Criteria of Training Programs
Kirkpatrick’s taxonomy
Internal criteria
Reaction criteria
Learning criteria
External criteria
Behavioral criteria
Results criteria
Not a causal flow- each is a standard
Other measures of success
Psychology Applied to Work®

23. Transfer of Training (cont’d)
Psychology Applied to Work®